Dan Olweus Research Articles

Eğitim Kurumlarında İstenmeyen Davranışlar Sergileyen Öğrencilerin Tutum ve Davranış Sonuçları ve Çözüm Önerileri

Bullying by peers is a type of abuse that can have many negative physical or psychological effects in the short or long term. The first studies on bullying were conducted by Norwegian psychologist Dan Olweus in the 1970s. Olweus first used the term mobbing, derived from the word mob, to describe bullying, but over time, believing that it did not fully meet its meaning, he began to use the term bullying, and this term was translated into Turkish as peer bullying. Olweus defined peer bullying as being subjected to repetitive negative behavior by one or more people. Peer bullying may be seen by parents as a natural conflict between children, joking Dec Dec, play between children, and the traumas that it may cause may not be considered and not intervened. Children who are bullied may experience anxiety and fear, feel insecure and abandoned, feel lonely and unhappy, experience social isolation, introversion problems, shyness, neurosis and impaired concentration. Bullies can be seen with problems of breaking the rules of behavior and attention deficit. In terms of school life; absenteeism, the desire to drop out of school, a decrease in academic performance may be observed in those affected. Children who are psychologically bullied have low self-esteem, low self-esteem, social phobia, mood disorders, post-traumatic stress disorder, sleep disorders, eating disorders, stuttering, attention deficit and movement disorders, tic disorder. Being a victim is also a comorbidity in terms of anxiety disorder and depression. Many programs have been developed to prevent peer bullying. The most well-known of these programs is the “Olweus Bullying Prevention Program” developed by Olweus. Extensive research on this program, developed by Olweus in Bergen, has shown that it reduces the problems of the bully/victim by 50% and the social climate at school becomes more positive. Key Words: Educational Institutions, Students, Undesirable Attitudes and Behaviors, Solution Suggestions

Bullying and the Abuse of Power.

Dan Olweus pioneered research on school bullying and identified the importance of, and risk factors associated with, bullying and victimization. In this paper, we conduct a narrative review of the critical notion of power within bullying. Specifically, we discuss Olweus's definition of bullying and the role of a power imbalance in distinguishing bullying behavior from other forms of aggression. Next, we discuss the changing nature of research on aggression (and the adaptiveness of aggression) throughout the years, the important role of power in these changes, and how the concept of power in relationships has helped elucidate the developmental origins of bullying. We discuss bullying interventions and the potential opportunities for interventions to reduce bullying by making conditions for bullying less favorable and beneficial. Finally, we discuss bullying and the abuse of power that extends beyond the school context and emerges within families, workplaces, and governments. By recognizing and defining school bullying as an abuse of power and a violation of human rights, Olweus has laid the foundation and created the impetus for researching and addressing bullying. This review highlights the importance of examining abuses of power not only in school relationships, but across human relationships and society in general.

DEVELOPING EMPATHY AS A CORE COMPETENCY AND LIFE SKILL IN CHILDREN

Empathy has been studied in accordance to its impact on professional skills and behavior in the fields of medicine, corporations, and educational institutions. As multiple incidents of brutal violence, killing of innocent people on the streets of Pakistan, and apathetic attitudes disseminated even towards young children in schools, the need arises to address the importance and impact of empathy on everyday lives of people in society. The dire need for empathy-building exercises from the grass root level is evident. There is hope if future generations are taught to think of others as well as themselves, giving equal importance to every member of society. This article highlights the importance of empathy and traces its development in the mind of children, as an important core competency and life skill. Prosocial skills are discussed as a precursor and complementary attribute of the essential empathic skill. Future implications of this research lead to the prospect of a national program for building empathic skills for children, in schools across the country, as has been done in the United States, Canada and countries across the world (e.g., by Dan Olweus and Mary Gordon). Keywords: Empathy, Development of Empathy, Prosocial Behaviour, Bullying, Children

The effectiveness of the "Olweus Bully Prevention Program" among schools' students: An experimental study conducted on a middle school in Al Ain city, United Arab Emirates

The problem of bullying among school children is an old phenomenon. Although bullying is an old problem, it was scientifically addressed only in the 1970s. During the past two decades there were many worldwide researches try to address the nature of bullying, and reveal the extent of the phenomenon, its causes and effects. One of the earliest empirical researches was a study conducted by the psychologist at the University of Bergen, Norway, "Dan Olweus" who able to formulate an integrated treatment program to deal with the school bullying. Due to the impressive successes achieved by that program in reducing the problem of school bullying, large-scale studies have attempted to measure the impact of the program or verify its effectiveness. All of these studies have found compelling evidence of the effectiveness of the Olweus Bully Prevention Program (OBPP). This study attempts to test the program on the United Arab Emirates, and to verify the feasibility of the program in reducing or preventing the problem of school bullying within the Arab culture. The general result was that the program was effective in reducing bullying at school, and this important result was evidenced by the quantitative and qualitative data of the current study.

Identifying Protective Factors for Bullying and Guiding School Mental Health Practitioners Around the World: A Tribute to Dr. Dan Olweus

Identifying Protective Factors for Bullying and Guiding School Mental Health Practitioners Around the World: A Tribute to Dr. Dan Olweus

Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus

Protective Factors and Working with Students Involved in Bullying: Commentary on the Special Issue and Dedication to Dan Olweus

Dan Olweus (1931-2020).

Memorializes Dan Olweus (1931-2020). Olewus was a founder of the study of bullying. At the University of Bergen, starting in 1970, he served as Professor of Psychology (until 1995) and Research Professor (1996 to 2010), then moved on to the Regional Centre for Child and Youth Mental Health and Child Welfare until 2016. He was affiliated with the Department for Health Promotion and Development at the University of Bergen from 2019 until his death. In 1970, Olweus conducted what is widely viewed as the first scientific study on bullying, which involved 1,000 boys in Stockholm, Sweden. Findings were published in his 1978 book, Aggression in Schools: Bullies and Whipping Boys. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Acoso en la Escuela Salvadoreña: Más allá del Bullying

Bullying es el término anglosajón con el que se designa a la situación de acoso entre escolares. Acuñado por Dan Olweus en la década de 1970, el término ayudó a identificar y estudiar dichas prácticas alrededor del mundo.Sin embargo, el acoso escolar, como todo fenómeno social, muta a través del tiempo. Este ensayo parte del supuesto que el término bullying es insuficiente para explicar las situaciones que actualmente suceden en la escuela salvadoreña.Realizado en el marco de una investigación más amplia denominada “Diagnóstico de la Violencia en la Escuela en centros educativos salvadoreños de nivel medio”, desarrollada por Centro de Investigación Salud y Sociedad –CISS- de la Universidad Evangélica de El Salvador. Revista Ciencia, Cultura y Sociedad Vol.2 No.1 enero-junio 2015; 39-49

Bullying behavior, youth's disease and intervention: which suggestions from the data for research on bullying in the Brazilian context?

Since the influential work by Dan Olweus,1 bullying has emerged as a major problem of the society all over world and across societies. The international literature reports rates of children and adolescents involved in bullying in different countries ranging from 7% to 43% for victims and from 5% to 44% for bullies.2 Moreover, the studies agree in highlighting how bullying constitutes a factor of risk for the health as well as the social and psychological adjustment of both the bullied and the bullying youth. Children and adolescents who suffer victimization by peers can be affected by several health problems, including physical and psychological disease symptoms, both concurrently and prospectively.3,4 Likewise, there is evidence that bullies can also suffer from depression and other diseases,4 and that they are at risk of externalizing behavior and involvement in criminal activities in late adolescence and adulthood.5

Sibling bullying is associated with anxiety, depression and self-harm

ABSTRACT FROM: Bowes L, Wolke D, Joinson C, et al . Sibling bullying and risk of depression, anxiety, and self-harm: a prospective cohort study. Pediatrics 2014;134:e1032–9. In the early 1970s,...

Validité de construit du questionnaire rBVQ d’Olweus pour l’évaluation du harcèlement scolaire (bullying) auprès d’élèves français de cycle 3

Bullying is a worldwide phenomenon in schools. One of the most used instruments to measure bullying is a self-report method realized by Dan Olweus. The aim of this study is to present the construct validity of The revised Bully/Victim Questionnaire [rBVQ] (Olweus) in its French version. The participants are 802 school children aged 9–12 (mean age=10.3), including 52.4 % of girls and 47.6 % of boys. In the methods, the rBVQ was administered collectively in classrooms, by the researcher and the administration lasted 15–20minutes. Traditionally, the rBVQ enable to identify four profiles of children's involvement in bullying: “victim”, “bully”, “bully/victim” and “neutral”. We performed factorial analyses: an exploratory factor analysis (EFA); a confirmatory factor analysis (CFA) and a multi-group confirmatory factor analyses (MGCFA). Our results found satisfying indices of adequacy with the 2-factor initial model. Scalar invariance for the gender was achieved, meaning children who have the same score on the latent scores for one of the “bullying” domains would obtain the same score on the observed variable regardless of their group (boys/girls). In total, 26.8 % of the children displayed a profile of “victim”, 5.6 % of “bully”, 14.6 % of “bully/victim” and 53 % were “neutral”. The French version of the rBVQ has a good internal validity, is easy to administer collectively and is adequate for use with children of 9 to 12 years of age.

Dan Olweus: Award for Distinguished Contributions to Research in Public Policy.

Presents a short biography of the winner of the American Psychological Association's Award for Distinguished Contributions to Research in Public Policy. The 2012 winner is Dan Olweus for his rigorous scientific research on bullying among children and youth and his early and tireless attention to its public policy implications. Dan Olweus's research on the nature, prevalence, and consequences of bullying and his work to develop and disseminate an evidence-based prevention program provide a model of excellence in the field. His work has played a vital role in the dramatic changes that have occurred in many countries in recent years-from viewing bullying as a normative and accepted part of life at school to recognizing bullying as a pressing public health issue. Olweus's Award citation and a selected bibliography are also presented.

Dan Olweus: Award for Distinguished Contributions to the International Advancement of Psychology.

Presents Dan Olweus, the 2011 winner for the American Psychological Association Award for Distinguished Contributions to the International Advancement of Psychology. "For his lifelong commitment to understand bullying among children and create safe and humane school settings. Dan Olweus led the education of the global public about the nature and prevalence of bullying, its often serious consequences, and the behavior of adults that allows bullying to occur. He has done so as a careful researcher, a thoughtful theoretician, a creative program developer, and a tireless advocate. He uncovered the problem and created and evaluated a comprehensive solution. Throughout his career, he has been guided by a concern for careful psychological inquiry and a commitment to the promotion of human rights." (PsycINFO Database Record (c) 2011 APA, all rights reserved).

<b>Até quando? Bullying na escola que prega a inclusão social</b>

Não há quem não conheça casos de constrangimentos a que escolares são submetidos continuamente por seus colegas. Infelizmente o fenômeno bullying, termo inglês que significa intimidação, encontra-se mais disseminado do que se supõe. Numa investigação com 400 alunos de escolas públicas e particulares brasileiras, é comprovada a ocorrência de atos de violência física ou psicológica, intencionais e repetitivos, entre tais alunos. O estudo foi motivado pelas angustias e preocupações de escolas que sozinhas não têm conseguido resolver problemas de violência que se manifestam no seu interior. Quando entrevistadas com finalidades diagnósticas da situação que vivem, crianças e adolescentes apontam para o bullying como um problema sério que as atinge. No entanto, os dados mais significativos encontrados por essa investigação dizem respeito a uma questão que, propositalmente, fora inserida no questionário sobre bullying (baseado nos experimentos de Dan Olweus): crianças e adolescentes são menosprezados, humilhados ou zombados pelos próprios professores. Tal afirmação nos permite concluir que há ainda na escola uma lacuna quanto às formas pelas quais educadores de diferentes níveis escolares intervêm nos conflitos cotidianos, assim como pensam a formação moral de seus alunos. Palavras-chave: Bullying; Relação professor-aluno; Escola.

Student Peer Bullying: A Brief Overview of the Problem and Some Associated Myths

Over the past few years the news media has increasingly highlighted the problem of peer bullying in schools. Within school communities there is a considerable divergence of opinion as to how it should be viewed and what should be done to address it. Research in the area of bullying began to flourish following the pioneering work of Dan Olweus in the early 1970s and has sufficient depth to provide considerable direction to schools. In the last 20 years, a number of researchers in New Zealand and Australia have contributed substantially to the growing body of knowledge. This article takes a brief overview of the problem and examines a number of the associated myths about bullying, in the light of recent research.

Bullying Behavior, Bully Prevention Programs, and Gender

Until the wave of school shootings beginning in 1993, little research on bullying behavior was conducted by American researchers. The horrific act of school violence at Columbine High School in Littleton, Colorado, prompted American researchers to seriously consider the physical and emotional implications of bullying. Drawing from studies spearheaded by Norwegian researcher Dan Olweus and others, American researchers reevaluated the impact of bullying behavior, prompting the construction of anti-bullying school programs modeled after Olweus' Bully Prevention Program. Newer research highlights the differences in how girls and boys bully. This critical review of the literature argues for gender differences to be considered when constructing bully prevention programs, either as separate or within already established elementary, middle, and high school programs.

Response to Review of Successful Prevention and Youth Development Programs: Across Borders

Children, Youth and Environments 15(1), 2005 Response to Review of Successful Prevention and Youth Development Programs: Across Borders Laura Ferrer-Wreder Barry University Miami, Florida, U.S.A. Carolyn C. Lorente George Washington University, U.S.A. Jonathan G. Tubman Florida International University, U.S.A. Lena Adamson Stockholm University, Sweden Håkan Stattin Örebro University, Sweden Citation: Ferrer-Wreder, Laura, Carolyn C. Lorente, Jonathan G. Tubman, Lena Adamson and Håkan Stattin. “Response to Review of Successful Prevention and Youth Development Programs: Across Borders.” Children, Youth and Environments 15(1), 2005. We are pleased that our book has come to the attention of Children, Youth and Environments (CYE). Our work shares a common spirit with CYE in that both publications promote an increased understanding, as well as prompt dialogue about the creation of environments in which young people are more likely to overcome adversity and reach their best potentials. Our central aim was to provide clear examples of useful prevention and youth development programs that are science-based, as well as grounded in the current knowledge of developmental and cultural processes. These programs include initiatives that change aspects of individuals and key socialization contexts. It was of the utmost importance that these reviews include but also go beyond the American research literature. The international literature contains many wonderful pieces of scholarship on youth interventions (e.g., Graham and Bennett 1995; Kamerman 2000). Yet, there was no existing work that was as wide-ranging as we hoped to go, particularly in terms of age and program type. As the reviewer noted, 397 we took great pains to amass an accurate evidence base that speaks compellingly to what works. Importantly, this book also offers examples outside of America and deals in a practical way with culture and interventions, as well as the importation/exportation of interventions cross-nationally. We approached this topic by integrating relevant research with interviews of persons involved in crossnational youth intervention work (e.g., Carolyn Webster-Stratton, Scott Henggler, Dan Olweus, Mark Greenberg). In the act of compiling this information, our aim was to celebrate what is possible. Such a celebration, of course, raises many very sensible questions like: If we know which interventions are beneficial, then why are we not offering such programming on a wider basis? What is the best socio-political climate for youth intervention work to flourish? The reviewer is correct to point out that prevention and youth development research and practice, while an interdisciplinary endeavor, is infused with the paradigms, assumptions, methodologies, and biases of psychology (e.g., the historic emphasis on the individual as the key unit of analysis). Due to the nature of the research literatures reviewed, such influences become reflected in the book. Additional attention to the significance of broader social-ecological contexts as key influences in dynamic developmental systems is always warranted. In this book, we summarize some of the best current thinking in field on this issue as well as offer our own ideas on this point. These commentaries are infused throughout the book (see sections on dissemination and sustainability–e.g., pages 41, 70, 211). However, a protracted dialogue1 and research are necessary to truly move us forward in actualizing what is possible. In writing this book, we often took a practical tact and always kept in the forefront our goal of illustrating what is possible. Our hope was that we would make people more aware of what has already been achieved, and to inspire ourselves and others to take this knowledge and go further. Endnote 1. Interested readers are referred to a recent article by Ceci and Papierno (2005) for an example of the many kinds of discussions needed to move the field forward. This article deals with some of the implications of universalizing beneficial targeted interventions. References Ceci, S.J. and P.B. Papierno (2005). “The Rhetoric and Reality of Gap Closing: When the ‘Have-Nots Gain but the ‘Haves’ Gain Even More.” American Psychologist 60(2): 149-160. Forgatch, M. S. (2003). “Implementation as a Second Stage in Prevention Research.” Prevention and Treatment 6, Article 24. Graham, J. and T. Bennett (1995). Crime Prevention Strategies in Europe and North America. Helsinki/London...

Implementation as a Second Stage in Prevention Research.

Recognizing the protracted effort and rigorous research required to produce evidence-based programs, this commentary challenges prevention scientists to apply similar standards to the study of program implementation. The pioneering work of Dan Olweus and his colleagues is used to illustrate ways in which methodology common in efficacy research could be applied to implementation research.

Editorial.

What makes young people act in antisocial ways? This question is discussed from several different angles in our current issue. Delinquency is not, of course, a new phenomenon: for those interested in reading a chilling account of life in London in the early years of the last century, Cyril Burt's The young delinquent, published in 1925, is worth tracking down. Definitive answers seem as far away as ever, but the idea that delinquency might be influenced to a significant extent by genetic mechanisms is still a controversial one. Taylor et al. conducted a twin study, and found the variance in delinquent behaviour among adolescent boys and girls was associated largely with experiences that were unique to individuals. Family influences accounted for half of the remaining variance in risk less than 20% could be attributed to additive genetic factors. Their findings imply, they suggest, scope for prevention and/or intervention. On a similar topic, Hawker and Boulton ask, why is it that some children are bullied? What effect does bullying have on children's emotional adjustment? They review the history of research on this topic, going back over two decades to the pioneering studies of Dan Olweus. Using meta-analytic techniques, they conclude victims become emotionally distressed and, in particular, depressed. Clinicians should realise that children who present with emotional problems may be the victims of bullying; interventions that target either bullying or emotional distress may reduce the severity of both problems.

Bullying At School, by Dan Olweus. Cambridge, MA, Blackwell, 1993, ix +, 344 pages.

Aggressive BehaviorVolume 22, Issue 2 p. 150-153 Book Review Bullying At School, by Dan Olweus. Cambridge, MA, Blackwell, 1993, ix +, 344 pages. Anthony D. Pellegrini, Corresponding Author Anthony D. Pellegrini University of Georgia, Athens, GeorgiaUniversity of Georgia, Athens, GeorgiaSearch for more papers by this author Anthony D. Pellegrini, Corresponding Author Anthony D. Pellegrini University of Georgia, Athens, GeorgiaUniversity of Georgia, Athens, GeorgiaSearch for more papers by this author First published: 1996 https://doi.org/10.1002/(SICI)1098-2337(1996)22:2<150::AID-AB9>3.0.CO;2-SAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume22, Issue21996Pages 150-153 RelatedInformation